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An Assessment of CPTED Principles in Relation to Bullying Behaviour*

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An Assessment of CPTED Principles in Relation to Bullying Behaviour* Advances in Applied Sociology, 2018, 8, 25-48 http://www.scirp.org/journal/aasoci ISSN Online: 2165-4336 ISSN Print: 2165-4328 An Assessment of CPTED Principles * in Relation to Bullying Behaviour Azna Abdul Wahab1, Siti Rasidah Md Sakip2#, Halmi Zainol2 1Faculty of Architecture Planning and Surveying, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia 2Faculty of Architecture Planning and Surveying, Universiti Teknologi MARA, Perak, Malaysia How to cite this paper: Wahab, A. A., Md Abstract Sakip, S. R., & Zainol, H. (2018). An Assess- ment of CPTED Principles in Relation to This paper presents a preliminary study examining the potential influences of Bullying Behaviour. Advances in Applied So- building design on bullying behavior and experiences, of a sample of Malaysia ciology, 8, 25-48. secondary school students. Bullying in school may be an early stage of the de- https://doi.org/10.4236/aasoci.2018.81002 velopmental sequence that serves as a strong predictor of delinquency and fu- Received: November 8, 2017 ture crime. Through the discussion of findings in previous studies, environ- Accepted: January 13, 2018 mental design approach is as one of the methods to bring down the level of Published: January 16, 2018 crime in school. Crime Prevention through Environmental Design (CPTED) Copyright © 2018 by authors and is an approach that uses environmental design as a tool to reduce crime from Scientific Research Publishing Inc. both the physical and the psychological aspects. The features of physical envi- This work is licensed under the Creative ronment such as street layout, building design, lighting and physical decay can Commons Attribution International License (CC BY 4.0). affect the occurrence and behaviour of criminals. The shortcomings in the http://creativecommons.org/licenses/by/4.0/ physical environment could open up the opportunity for offenders. Thus, this Open Access study seeks to determine if there is a possibility that the actual physical envi- ronment in which students spend greater part of their day can affect beha- viour, which in turn, can lead to violence in school. A survey was conducted at four secondary schools in Shah Alam, Selangor with a random sample of 406 students from Form 1, Form 2 and Form 3 involving the observation of 32 school blocks. Three principles of Crime CPTED were analyzed in the school environment. The results indicated that there is a significant difference in ter- ritoriality and school maintenance which results in the forming of the nega- tive environment in the schools. It was found that this, in turn, affects the frequency of bullying occurring among the students in school. Keywords School, Bullying, CPTED, Physical Environment *A preliminary study examining the potential influences of building design on bullying behavior and experiences, of a sample of Malaysia secondary school students. DOI: 10.4236/aasoci.2018.81002 Jan. 16, 2018 25 Advances in Applied Sociology A. A. Wahab et al. 1. Introduction The quality of school life among the children in the school is disturbed by the phenomenon of bullying, and it has been recognized as a serious problem among the school society (Berthold & Hoover, 2000). Bullying can be defined as negative actions that repeatedly occur over a period directed against another student who has difficulty in defending himself or herself (Olweus, 1994; Wan Ismail, et al., 2010). From past research, at least 5 percent of the students in both primary and secondary schools were bullied weekly or more often in North America, Australia, Japan, Scandinavian countries and several countries in Eu- rope (Roland & Galloway, 2002). The United States Department of Justice and the National Association of School Psychologists (NASP) estimated that 160,000 children missed school each day due to the fear of the bullies (Newman-Carlson & Horne, 2004). In the year 2013, approximately 3 percent of students aged be- tween 12 and 18 years old are reported afraid of being attacked or harmed at school or on the way to and from school (Robers, Zhang, & Morgan, 2015). Malaysia also does not behind from this phenomenon, and it has been a con- cern, especially for parents. Malaysia is a country with multi-ethnic, multicultur- al, and multilingual society. It is a country with the majority in Muslim, with significant Buddhist, Christian, Hindu religious minorities also being present. The nature of secondary education system in Malaysia is categorized into three types which are National Secondary School, National Type Secondary School and Secondary Technical and Vocational School. In addition, there are also schools which specifically for single-sex. As for National Secondary School, there is a mixture of ethnic, gender and linguistic in school. The average size of schools regarding student enrolment is 35 to 40 students per class. In 2017, it was reported Selangor had recorded as the highest number of “hotspot” school for bullying cases as many as 76 schools, followed by Johor (63), Negeri Sembi- lan (40), Pahang (37) and Pulau Pinang (37) (Bernama, 2017). Until Jun. 2017, it was recorded 872 bullying cases occurred in the school (Raja Zaid, 2017). Re- cently in Jun. 2017, two students were dead because of bullying. One of the stu- dents had been beaten extremely using a belt, rubber pipe and hanger including abused using steam iron (80% body burns). The abused lasts up to two days. Traditionally, bullying has not been viewed as a criminal act and has either been ignored or treated as a disciplinary matter in schools. In the meantime, there is no implementation of strong national policy that is fighting for school bullying, and the issues are left to individual schools. However, Malaysia gov- ernment is in all effort to combat bullying in school. The victims apparently helped and supported by school counseling. The perpetrator will be dealt with criminal law and if serious can be expelled from school. Bullying makes the lives of its victims miserable. It undermines their confi- dence and destroys their sense of security. It can also affect children and young people’s attendance and progress at school. And there’s evidence that, for some people, being bullied regularly as a child can also be linked to emotional prob- DOI: 10.4236/aasoci.2018.81002 26 Advances in Applied Sociology A. A. Wahab et al. lems that considered a serious problem among the victims which included high levels of anxiety, depression, (Hawker & Boulton, 2000; Nakamoto & Schwartz, 2010; Reijntjes Kamphuis, Prinzie, & Telch, 2010; Ken Rigby, 2003) and suicidal thinking (Rigby, 2003; Sourander, et al., 2011). The previous researchers mostly focus on the larger scope which in neigh- bourhood context. A review of 122 evaluations of crimes prevention project by Poyner (1993) indicated that over half of the area of environmental design (24 out of 45) demonstrated the reduction of crimes. The evaluation was focused on lighting, fencing, design changes to improve surveillance opportunities, the cleanup of neighbourhoods, street changes, wider market gangways, electronic access control and modification. CPTED is an increasingly current approach and is being implemented on a global scale (Cozen, et al., 2005). Researched by Ra- sidah, Johari, Najib, & Salleh (2012) had shown high CPTED practices are able to reduce the fear of crime in the neighbourhood area. However, the crime in school should be noted as a serious problem as it could lead to criminal activity in the future (Andershed, Kerr, & Stattin, 2001; Min, et al. 2011; Olweus, 2011; Renda, Vassallo, & Edwards, 2011; Sourander, et al., 2011). Although physical environment is considered to be an important factor that affects crime in school in environmental criminology, there is not much of research in school crime context on how environmental approach may help in reducing school crime and increasing safety in school. Wilcox, Augustine, and Clayton (2006) had studied on physical environment and crime in Kentucky Schools. Differently, with Wil- cox method which is the observation was more focus on an element in the main office, this paper method was more focus on an element in each building in school. Thus, this paper seeks to determine in a school context if there is a pos- sibility the actual physical environment in which students spend the greater part of their day can affect behaviour, which in turn, can lead to school violence. 2. Literature Review 2.1. Definition of Bullying and Types of Bullying Bullying can be defined as negative actions that repeatedly occur over a period directed against another student who has difficulty in defending himself or her- self (Olweus, 1994.; Wan Ismail, et al., 2010). Negative actions referred to beha- viour that was intended to inflict harm, injury, pain, or discomfort upon another individual (Atlas & Pepler, 1998). Meanwhile, Atlas & Pepler (1998) defined bullying as a form of social interaction in which there was an implied imbalance of power or strength in the interaction. The power of imbalance in bullying may not be limited to physical size and may be presented in the tone of voice, the physical stance of a bully or the number of children take part as bullies and the support of peers who were involved (Atlas & Pepler, 1998). Wi et al. (2009) de- fined bullying as repeated, ill-negative behaviours by one or more students di- rected against a student who has difficulty defending himself or herself. There- fore, bully will take places when there are imbalance powers between another DOI: 10.4236/aasoci.2018.81002 27 Advances in Applied Sociology A. A. Wahab et al. people with negative action and has difficulty to defend on their own. Bullying behaviour may take many forms such as physical, verbal, (Olweus & Mortimore, 1993) and relational or social (Crick, et al., 1995). Physical bullying, such as hit- ting, pushing and kicking, and verbal bullying, such as name-calling and teasing in a hurtful way, are usually considered to be a direct form, while relational bul- lying refers to an indirect form of bullying, such as exclusion and spreading ru- mors (Espelage, Bosworth, & Simon, 2000; Wang, Iannotti, & Nansel, 2009).
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